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The refugee influx to Germany has challenged institutions of higher education (HEI’s) to develop programs and policies that further support a diverse population of students. Building upon a small number of published works focusing on this highly dynamic environment, we present an analysis of two related studies focused on university administrators’ perceptions of approaches to refugee student support at their institutions. Data from interviews and analysis of programming indicate that attaining German language proficiency at the C1 level is a significant barrier for refugee students; that there are key differences in the types of programs offered in distinct university contexts, which may relate to the degree of university leadership or administrator background and interest; that the definition of “success” from the university perspective is often opaque and inconsistent; that managing refugees’ expectations is a challenge; that there is a desire to enable more Muslim refugee women university access; and that there are large gaps in the number of students interested in study and those actually enrolling in degree programs. This paper presents interview data and document analysis collected from twelve universities and suggests further areas for inquiry.

Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators